Figure - available from: International Journal of Qualitative Methods
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Gantt chart of research time line and activities (January 2019 to December 2020).
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Background: British Columbia (BC) is undergoing a curriculum migration. While the new curriculum highlights elements
inspired by gifted education practices, there has been little conversation on how gifted education should/could be situated in this
new curricular context. Moreover, a shift in the field of gifted education toward more inclusive prac...
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The identification and education of gifted individuals who lead the
development of the societies are very important. Classroom
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students.
The re...
Educators have sought to understand and address the disproportional representation of students from certain student subgroups in gifted education. Most gifted identification decisions are made with national comparisons where students must score above a certain percentage of test takers. However, this approach is not always consistent with the overa...
The library has always been acknowledged as the hub of information to all in the academic environment. However, library services for the visually impaired in developing countries is often constrained due to social, financial and logistical challenges (Rowland, 2008; Hopkins, 2000; Willoughby, 1990). This study therefore examined the provision of li...
Citations
... Her consequent familiarity with the classroom discourse aided the team's interpretation of the interview excerpts. We triangulated the data (Lincoln and Guba 1985;Lo et al. 2019) with classroom materials provided by the course instructor (including course syllabus) and documentary films the students made. Collectively, the data sources supported our examination of the participants' experiences and aided in our construction of the narratives describing the categories. ...
This case examined five students' experiences of participating in a film-mediated community-based discourse about local Asian Canadian communities, where students viewed and created documentary films in a fourth-year English course that focused on diasporic foodways. Phenomenographic perspectives guided an analysis of the students' experiences; data sources included semi-structured interviews, recordings and notes of classroom lessons, students' films, and course notes. Findings illustrated different ways the students learned as they engaged with course materials, films, guest speakers, and interviewing local community members: They (1) developed increasingly complex understandings of local Asian Canadian culture and issues; (2) experienced transformative learning as they reframed understandings of select experiences, place, and people, and (3) were motivated to participate in social action to promote greater inclusion and give voice to the historically silenced. Findings also extend place-based perspectives by challenging a monolithic treatment of 'history', urging for greater reflexivity of one's relationship to community members.
Inclusion is a global trend in education that ensures the educational rights of children, regardless of ability (Foreman, 2008) and inclusive education is potentially the best education system for gifted students (Ninkov, 2020). Yet, some scholars argue that segregation is effective in cultivating gifted and talented students. In this essay, the controversy of labelling and categorizing students versus designing a rich environment that emphasises social justice and social equality for the benefit of all children (Lo et al., 2019, p.3) with reference to the gifted education policies in Taiwan, the UK and Australia will be examined. Regarding the current educational trends, this essay attempts to throw light on the direction of gifted education development. Instead of focusing on education for the gifted, an inclusive view of providing education that is gifted can cater for diverse learners, including the gifted ones.
To date, no international consensus exists on the definition of giftedness. There is a great diversity in conceptualising giftedness not only between, but also within countries. Inevitably, this has a major influence on how countries design and implement gifted education programmes. This paper starts with an overview of the extended academic literature on the definition and identification of giftedness. It then describes OECD countries’ policy initiatives to respond to the needs of gifted students and to foster their inclusion in education systems. Following the Strength through Diversity project’s framework, the analysis focuses on the areas of governance, resourcing, capacity building, school-level interventions, and monitoring and evaluation of gifted programmes. The paper finds that a greater emphasis is placed on the governance of gifted education, often related to broader equity and inclusion concerns. Nonetheless, further research and evaluations are needed to understand what policies and practices can best benefit gifted learners while ensuring positive educational and well-being outcomes for all students.